Exploring Self-efficacy, Cultural Responsiveness, and Emotional Intelligence for Student Achievement at the Tertiary Education Level in China and the United Kingdom: A College Student Perception

DOI

10.2991/978-2-494069-31-2_131How to use a DOI?

Keywords

self-efficacy; cultural responsiveness; emotional intelligence; tertiary education; China; the UK

Abstract

Self-efficacy, along with cultural responsiveness and emotional intelligence, is a practical approach for students to achieve their learning goals and build their lifelong learning. However, Chinese tertiary education neglects the importance of self-efficacy, cultural responsiveness, and emotional intelligence. This study explores the Chinese college students' experiences and perceptions of how tertiary education fosters their self-efficacy, cultural responsiveness, and emotional intelligence for their academic performance and lifelong learning. Specifically, this study compares the similarities and differences in tertiary education in China and the United Kingdom. They foster students' self-efficacy for their academic performance and deal with their higher pressure, anxiety, and failure in learning outcomes. This study also analyses the students' perceptions on how they respond to the cultural differences in China and the United Kingdom for their educational barriers and expectations in understanding the educational contextual meaning in learning and life. Additionally, this study describes the importance and relationship between emotional intelligence and student achievement contextually in tertiary education in China and the United Kingdom to build a positive and supportive social relation linking with the multicultural contexts in both countries. Therefore, the mixed research study addresses how Chinese students in mainland China and the United Kingdom to foster student self-efficacy in creating a supportive school culture for lifelong student integrity in the high-power and low-power distance higher education contexts in China and the United Kingdom.

Copyright

© 2022 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Jingjing Sun
PY  - 2022
DA  - 2022/12/29
TI  - Exploring Self-efficacy, Cultural Responsiveness, and Emotional Intelligence for Student Achievement at the Tertiary Education Level in China and the United Kingdom: A College Student Perception
BT  - Proceedings of the 2022 6th International Seminar on Education, Management and Social Sciences (ISEMSS 2022)
PB  - Atlantis Press
SP  - 1121
EP  - 1134
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-494069-31-2_131
DO  - 10.2991/978-2-494069-31-2_131
ID  - Sun2022
ER  -